Speech-Language Pathology Assessment of School-Age Children with Traumatic Brain Injury: A Scoping Review

Autor/inn/en	Riccardi, Jessica S.; Crook, Libby; Oskowski, Madeline; Ciccia, Angela
Titel	Speech-Language Pathology Assessment of School-Age Children with Traumatic Brain Injury: A Scoping Review
Quelle	In: Language, Speech, and Hearing Services in Schools, 53 (2022) 4, S.1202-1218 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Riccardi, Jessica S.) ORCID (Ciccia, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
Schlagwörter	Brain; Head Injuries; Evidence Based Practice; Evaluation Methods; Neurological Impairments; Speech Language Pathology; Children; Adolescents; Foreign Countries; Research Methodology; Human Body; Disabilities; Context Effect; Activities; Participation; United States; Canada; Australia; France; Germany; New Zealand + Suchen Sie Ihr Suchwort? Gehirn; Kopfverletzung; Neurodegenerative Erkrankung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Research method; Forschungsmethode; Menschlicher Körper; Handicap; Behinderung; Teilnahme; USA; Kanada; Australien; Frankreich; Deutschland; Neuseeland
Abstract	Purpose: The purpose of this study was to describe evidenced-based assessment practices for school-age children with any severity of traumatic brain injury (TBI) that could inform the practice of speech-language pathologists (SLPs). Method: A scoping review of the literature was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. Included studies were assigned thematic labels related to the International Classification of Functioning, Disability and Health framework. Results: A total of 30 articles met inclusion criteria for this study. Most studies included adolescent or teenage participants with mild TBIs in the acute stages of recovery. Twenty-two different assessments were reported on for children with TBI addressing body structure/function (n = 19 assessments), activities and participation (n = 1 assessment), and contextual factors (n = 3 assessments). Conclusions: Current assessments have a clear focus on body structure/ function for adolescents after childhood TBI, with little research evidence to address activities and participation or contextual factors. The limited amount of functional assessments directly related to the SLP scope of practice stresses the need for additional research on ecologically valid and comprehensive assessment approaches for school-age children with TBI. The results of this review could be utilized as a resource in providing theoretical, evidence-based, and person-centered evaluation methods for children with TBI. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: lshss@asha.org; Web site: http://lshss.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01